Self-Awareness

Self-Awareness

0.50 USBE Credits
Self-awareness skills are essential components of social and emotional learning. Adults who practice and model self-awareness skills are more effectively able to support students in developing these skills. Self-awareness is the ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. It also includes the ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.”

DESCRIPTION

To earn this badge you will provide evidence of teaching and using self-regulation and self-awareness strategies in your classroom.

CLARIFICATIONS

Self-awareness skills include all of the following:
Identifying emotions
Accurate self-perception
Recognizing strengths
Self-confidence
Self-efficacy

IMPORTANT TERMS

Self-awareness: ability to identify and understand one's own emotions, thoughts, and strengths, and how they relate to behavior.

Self-regulation: ability to control impulses and use effective stress management and self-discipline strategies.

BACKGROUND SCENARIO

At the beginning of the new school year, Mrs. Sanders notices that many of her new 6th grade students lack self-confidence and have a low sense of self-efficacy. As she gets to know them better during the first weeks of the term, she realizes that a number of them are unable to recognize their emotional states. For example, when they become frustrated, they are unable to identify and name this emotion, and are consequently unable to implement strategies to work through the feeling.

Mrs. Sanders begins to weave self-awareness skill-building into her instruction. Some of these include:
Provide age-appropriate vocabulary words. (e.g., happy, sad, hurt, mad for young children.
elated, blue/down, rejected/disappointed, angry/irate for older children).
Provide scenarios and ask students how each situation or experience might make them feel.
Ask students to brainstorm age-appropriate things they can do to improve the way they feel.
(e.g., “ask my mommy for a hug,” “play with my dog,” “talk to my friend,” “listen to happy
music”).
Routinely talk about physical and emotional cues that tell us how we’re feeling in different
situations in age-appropriate ways. E.g., with younger children, “You’re feeling really excited
right now, I can tell by the big smile on your face. How can you tell on the inside you’re feeling
happy?” With older children, “I can tell by the way you’re fidgeting right now that you might be a
little nervous. How can you tell on the inside that you’re feeling nervous?”

EVIDENCE OPTIONS

Video: Submit a 5-8 minute video of your instruction of at least 3 self-awareness or self-regulation skills. This video should demonstrate your effective and consistent instruction of self-awareness/regulation to support social-emotional learning. Video submissions should follow all relevant LEA (district/charter) and FERPA guidelines.

Lesson Plan: Submit a lesson plan you have used in your instruction to teach and practice self-awareness and self-regulation with your learners (small group or whole class). This lesson plan should demonstrate your effective and consistent instruction of self-awareness/regulation to support social-emotional learning.

Unit Plan: Submit a unit plan you have used in your instruction to teach and practice self-awareness and self-regulation with your learners (small group or whole class). This unit plan should demonstrate your effective and consistent instruction of self-awareness/regulation to support social-emotional learning.

Student Performance Data: Submit learner pre- and post-instruction data from at least an 8 week period that demonstrates growth in self-awareness and self-regulation skills (individual, group, or whole class) as a result of your instruction. This data should demonstrate your effective and consistent instruction of self-awareness/regulation to support social-emotional learning. Data submissions should follow all relevant LEA (district/charter) and FERPA guidelines.

Survey Results: Submit survey data that shows growth in self-awareness and self-regulation skills related to lessons/interventions you have implemented in your classroom/school. This data should demonstrate your effective and consistent instruction of self-awareness/regulation to support social-emotional learning.

Testimonial: Submit at least 3 written or video testimonials given by people who have been positively impacted as a result of your lessons/interventions related to self-awareness and self-regulation. These testimonials should demonstrate your effective and consistent instruction of self-awareness/regulation to support social-emotional learning.

Observation Results: Submit written observation results of your instruction that shows positive outcomes as a result of your lessons/interventions related to self-awareness and self-regulation. These observations may be conducted by a colleague or administrator, and the results may be submitted as an informal log. These observation results should demonstrate your effective and consistent instruction of self-awareness/regulation to support social-emotional learning.

Candidate's Choice: Submit another type of evidence demonstrating your consistent and effective use of self-awareness skills in your professional activities.


Review Criteria

The candidate can show they have implemented strategies that support student learning of self-awareness and self-regulation skills.The candidate can show evidence that the strategies implemented have been used by students.

REFLECTION PROMPTS

  1. Describe how you use/teach self-awareness and self-regulation skills as a tool to help students manage emotions, control impulses, build confidence, increase self-efficacy, and/or form positive relationships.

  2. Give specific examples of how your students are using the skills and how it has been beneficial.

Review Criteria

Reflection explains specific self-awareness and self-regulation strategies learned and how their regular use promotes a healthy lifestyle.The candidate can describe how they have implemented strategies that support student learning of self-awareness and self-regulation skills.

RESOURCES

CASEL: Core SEL Competencies
https://casel.org/core-competencies/
Social and emotional learning (SEL) enhances students’ capacity to integrate skills, attitudes, and behaviors to deal effectively and ethically with daily tasks and challenges. Like many similar frameworks, CASEL’s integrated framework promotes intrapersonal, interpersonal, and cognitive competence. There are five core competencies that can be taught in many ways across many settings. Many educators and researchers are also exploring how best to assess these competencies.

Mindful Schools
www.mindfulschools.org
This organization provides online training for educators and adults on how to practice and teach mindfulness strategies.

MindUP Curriculum The Hawn Foundation. (2011). The MindUP Curriculum: Brain-Focused Strategies for Learning and Living. USA: Scholastic, Inc.
Find it on Amazon.com
Curriculum is available for PreK-Middle School students. The lessons teach students how to understand what is happening in their brain and body. Using the mindfulness skill taught in the lessons, students are able to learn how to stay focused, understand brain functions and emotions, and be mindful of behavior.

PBISworld.com
PBISworld.com
This site includes many excellent practices, strategies, and ideas for implementation of positive behavior interventions and supports at all 3 tiers of MTSS. Ideas can be categorized by problem behavior as well as tier of support. It also provides information and tools for data tracking.

Second Step Curriculum
www.secondstep.org
Many schools already utilize this curriculum to teach skills essential to SEL.

Social Emotional Learning for Prevention
www.selforprevention.com
This website provides information about SEL and how to implement strategies with students.

What to Do When You Worry Too Much, What to Do When You Grumble Too Much, and What to Do When Your Temper Flares. Huebner, D. (2006) Washington D.C.: Magination Press.
Find it on Amazon.com
These various workbooks (written by a clinical psychologist and based on cognitive behavioral techniques) help parents and students learn specific strategies to manage various thoughts/emotions.

You are a Social Detective: Explaining Social Thinking to Kids. San Jose, CA: Think Social Publishing, Inc. by: Michelle Garcia Winner, Pamela Crooke, Kelly Knopp
Find it on Amazon.com
This book helps explain the relationship between our behaviors and others' thoughts about us.

Zones of Regulation Curriculum Kuypers, L. M. (2001). Zones of Regulation. Social Thinking Publishing.
Find it on Amazon.com
"The Zones of Regulation is a curriculum geared toward helping students gain skills in consciously regulating their actions, which in turn leads to increased control and problem solving abilities. Students explore calming techniques, cognitive strategies, and sensory supports so they will have a toolbox of methods to use to move between "zones." To deepen students' understanding of how to self-regulate, the lessons set out to teach students these skills: how to read others' facial expressions and recognize a broader range of emotions, perspective about how others see and react to their behavior, insight into events that trigger their less regulated states, and when and how to use tools and problem solving skills."

BADGE EARNERS

Claire Caldwell
Claire Caldwell
Colleen Gallagher
Colleen Gallagher
Eric Green
Eric Green
Jennifer Mattson
Jennifer Mattson
Leslie Robinett
Leslie Robinett
Adam Skousen
Adam Skousen
April Turneau
April Turneau
Sara Vidal
Sara Vidal

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